LCAP Year Local Control Accountability Planefcps.org/wp-content/uploads/2012/10/Cox_SY18_LCAP.docx.pdfindependent reading from leveled libraries, and word work aligned to both grade

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LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name Cox Academy

Contact Name and Title

David Norris, Principal Email and Phone

[email protected] (510) 904-6300

2017-20 Plan Summary

THE STORY

Briefly describe the students and community and how the LEA serves them.

Cox Academy serves approximately 550 TK-5th students in the Elmhurst neighborhood of Oakland, CA. Our school is comprised of a diverse population of students from a variety of ethnic, linguistic, and socioeconomic backgrounds. The majority of Cox Academy students are:

• Students from low-income families

• Students who are English Language Learners when they enroll as kindergarteners

• Students who experience considerable toxic stress as a result of poverty and other community stressors

• Students living in communities with low-performing middle and high schools and low college-going rates

• Students who would be the first in their families to attend college, and perhaps the first to graduate from high school

Cox challenges each student to dream and envision a future of possibility and success. The teachers and staff at Cox, in collaboration with the parents, support the students so these dreams will come to fruition. The curriculum will present every student with rigorous, coherent content and high expectations for achievement that are the foundation of high levels of learning. Cox Academy uses research-based curriculum aligned to state and national standards that has proven to be effective with the student populations served at the site. Both in Math and Reading/Language Arts, teachers differentiate instruction throughout the main lesson to better meet each individual student's needs.

Cox Academy provides a safe, student-centered environment where families and teachers collaborate to ensure that all students meet high expectations in their social and academic growth. Building on the strengths of students’ cultures, backgrounds, abilities, and experiences, Cox cultivates the values of respect, responsibility, and community involvement. Cox strives to develop, promote, and integrate structures and practices that support student achievement in the classroom and will commit resources to establish, enhance, and maintain these goals.

LCAP HIGHLIGHTS

Identify and briefly summarize the key features of this year’s LCAP.

https://www.caschooldashboard.org/#/Home

mailto:[email protected]

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LCAP Priority

Implementation Goals

Curriculum

1. Implement a strong balanced literacy program, including: o A differentiated reading block that includes differentiated literacy centers, guided

reading instruction and/or book clubs in small groups, personalized blended learning, independent reading from leveled libraries, and word work aligned to both grade level standards and individual needs.

o A whole class reading block focused on reading and interpreting complex text o A writing block, following a writer’s workshop instructional model, in which students

at every grade level will experience units of study for each CCSS text type (Narrative, Expository, and Argument Writing), and complete an EFC created performance task allowing them to demonstrate knowledge of each type.

o Curricular support for this balanced literacy program includes i. At Grades K-1, the use of the Collaborative Classroom Literacy Suite, beginning with required

implementation of Being a Reader in all K-1 Classrooms and SIPPS by reading intervention teachers; including optional implementation of Being a Writer and Making Meaning.

ii. At Grades 2-5, Teacher created ELA units of study supported by C.I.A., and Core Ready curriculums, and other CCSS aligned instructional resources. Units will be constructed around the grade level CCSS and give all students opportunities to engage with grade level complex text and writing standards.

2. Implement horizontally aligned math instruction that integrates all three CCSS priorities (Fluency, Conceptual Understanding, and Application) and continues a focus on using oral and written academic language to explain and defend mathematical reasoning. Grade level teams will use Engage New York curriculum, aligning instruction across classrooms including similar daily lessons and end of unit assessments.

3. Implement the Achievement First Math Stories story problems protocol in grades 2-5. The AF MS protocol is a daily protocol that guides students through representing, presenting, discussing, and solving a single daily math word problem, in order to improve student achievement on the operations/algebraic thinking strand of the CCSS and increase student ability to understand, represent, and solve story problems. Teachers in grades 2-5 will implement the protocol for 20 minutes daily, facilitating a shift from teacher-directed procedural instruction to high levels of student academic ownership focused on conceptual understanding.

4. Implement English Language Development instruction across all classrooms, by dedicating four 30-minute class periods to instruction focused on targeted language objectives pulled from the California English Language Development standards and aligned to student need as determined by ADEPT and ELPAC assessments. This will be accomplished by teachers implementing the Systematic ELD program for ELD units of instruction, and in some cases piloting teacher created ELD units that align to science and history content being focused on at the grade level.

Technology 1. The ratio of student chromebooks at Cox will remain 1 chromebook for every 2 students (approximately).

2. Cox will continue to implement the following blended learning programs to support personalized learning to support literacy development (Cox will discontinue the use of iReady and ST Math due to a lack of measured impact and high cost of these programs):

• Accelerated Reader

• RAZ Kids

• NewsELA 3. Cox will support teachers to analyze and use blended data to inform blended learning usage

Staffing 1. Cox will formally resource 1 Principal, and 2 Assistant Principals to support all of the various

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leadership and management duties that a 600 student school has, and to continue the work of the Culture and Climate Coach, and Behavior Intervention Support Specialist whose roles will cease to exist

2. Cox will resource a 4th prep teacher, turning the music instruction class from the 2016-17 school year, into a music prep. Cox will have four preps (Art, Science, Music, & PE) that will continue to be the focus of literacy integrated units with classroom teachers.

3. Cox will continue to resource 2 FTE content coaches (1 ELA & 1 Math), however their coaching and professional development work will aligned to the site’s High Priorities Instructional Practices, and will be grade level specific.

4. Cox will continue to provide After School Program services to at least 100 students, offering increased enrichment programing including music, dance, and art.

Professional Development

1. Cox Academy will WIN on TK-1 Literacy with bi-weekly, differentiated professional development for TK - 1st grade teachers, focused on aligned implementation of quality Guided Reading practices, word study instruction, and rigorous literacy centers, resulting in increased reading achievement on the DRA and the K/1 Diagnostic. Teachers will also receive individualized coaching in support of this professional development initiative.

2. Cox Academy will WIN on 2-5 Math Story Problems and alignment of strong math content instruction through bi-weekly, differentiated professional development for 2nd - 5th grade teachers, focused on improving student achievement on Operations and Algebraic Thinking/story problem standards through increasing student understanding of and ability to represent and solve story problems, developing teacher facility with implementing Math Story Problem protocols and through catalyzing a shift in teacher practice from teacher-directed procedural instruction to high levels of student academic ownership focused on conceptual understanding. Teachers will also receive individualized coaching in support of this professional development initiative.

3. Cox Academy will continue to support TK-1 teachers on implementing strong math number sense and problem solving instruction through monthly cycles of data analysis and planning in grade level professional learning communities.

4. Cox Academy will continue to support 2nd - 5th teachers on implementing strong ELA Complex Text instruction and developing objective based writing mini lessons through monthly cycles of data analysis and planning in grade level professional learning communities.

5. Cox Academy will engage staff with one monthly culture & climate PD that focuses tier 1 PBIS, culturally relevant pedagogy, teacher/student/family positive interactions, and Toolbox, focused on culturally relevant teaching practices, identifying one’s biases, and reducing disproportionality in office referral data for African American Students.

Family Services 1. Cox Academy will develop teachers’ cultural competence through professional development on CRT (Culturally Relevant Teaching) and PBIS, specifically focused on supporting African American students with a goal of decreasing the number of AA students being referred to the office for discipline issues or suspended for behavior concerns.

2. Cox Academy will increase the number of parent volunteers to support the schools’ daily structure and goals (Playground supervision, Cafe supervision, front desk, etc)

3. Cox Academy will work to assure that families are supported with Common Core aligned workshops to develop family understanding of the CCSS and strategies to support their students with CCSS mastery.

4. Cox Academy will continue to focus and build school wide participation in the Family Leadership Committee, particularly increasing African American family involvement.

5. Cox Academy will continue with a family meeting/workshop structure to increase family participation, by holding meetings/workshops on Monday mornings after the whole school Monday Morning Meeting.

6. Cox Academy will continue with a clear SART and SARB process at the beginning of the year, and consistently hold SART meetings with a focus on family support to reduce chronic absences.

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Response to Interventions

1. Cox Academy will revise who is staffing leadership roles in our RTI model, by having each of the

three Administrators take on an aspect of leadership for the different tiers of intervention. One Assistant Principal will oversee the COST process, and all IEP coordination in conjunction with 2 Academic Intervention Specialists (AIS) who case manage all IEPs. Another Assistant Principal (AP) will lead the collaborative model, for teachers who have students with full time Behavior Intervention Support (BIS) minutes written into their IEPs. These BIS minutes require that a Student Support Assistant (SSA) support their access to classroom instruction. The collaborative program will continue to consist of a weekly collaborative meeting between teachers and SSAs, led by our the AP and other support providers. The Principal, in support of Tier 1 interventions, will oversee the team of Student Support Assistants, in conjunction with the Dean of School. The principal will also meet bi-monthly with the clinical intervention teams.

2. Cox Academy will resource 1.8 FTE of Tier 2 literacy interventionists, focused on delivering guided reading and phonics instruction for students who are reading below or far below grade level.

3. Cox Academy will also continue to resource our partnership with Reading Partners that serves 20 students across grades K-2nd.

4. Cox Academy will continue to resource four .5 Kinder Aides, and one 1 FTE TK Aide, that support Tier 2 early literacy and Kindergarten readiness targets.

English Language Learners

1. Implement the use of ADEPT (A Developmental English Proficiency Test) to capture language data that will drive ELD instruction. Implement this test at the beginning of the year for all English learners to support ELD group formation, and periodically with focus students to capture growth and next steps for instruction.

2. Continue to implement Systematic ELD at most grade levels, with a focus on refining lessons to support development of specific vocabulary and grammatical forms as appropriate to language level and as identified by ADEPT data. Continue regrouping students by language level, with regrouping only across one grade, to faciliate integration of designated ELD instruction with grade level content units.

3. Pilot the development of ELD units that are fully integrated with grade level content units and core classroom instruction at grades K and 4, with teachers designing instruction that combines a variety of integrated ELD strategies to teach language objectives appropriate to student need, based on California ELD standards and needs identified by ADEPT data.

4. Continue implementing academic language and discussion strategies and supports as a form of Integrated ELD during language arts and math.

5. Develop EL Newcomer intervention support program, by resourcing a .2 FTE Newcomer EL support interventionist, to work with newcomers at least 1 hour per day.

School Climate 1. Cox Academy will develop teachers’ cultural competence through professional development on CRT (Culturally Relevant Teaching) and PBIS, specifically focused on supporting African American students with a goal of decreasing the number of AA students being referred to the office for discipline issues or suspended for behavior concerns.

2. Cox Academy will continue to stress the importance of consistent student attendance through parent education, teacher communication, student incentives and parent accountability.

3. Cox Academy will continue the work started in the 16/17 school year engaging staff, students and families in creating a shared vision as well as living our daily mission of empowering every student to go out and change the world.

4. Continue to do community outreach to African American families to address the disproportionality of African American office referrals and suspensions, and the lack of African

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REVIEW OF PERFORMANCE

Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS

A clear trend that we identified is the fact that data points that aligned to this year’s high priority instructional practices showed the most growth overall, when compared to the “on track” student performance from the 2015-16 school year. For example, our ELA Benchmark met/exceeded proficiency data grew 9% compared to last school year, which correlates to the professional development focus on Close reading of grade level complex text that teacher engaged in during Trimester 1. Within our Referral and Suspension data our goal has been to reduce the number of referrals by 10% from last year. At this time last year our students had accounted for 1026 total referrals. Currently our students have accounted for 856 total referrals. That is a reduction of 16% at this time. During the 15/16 school year we had a total of 44 separate out of school suspensions from 27 students, at this time. Currently our students have accounted for a total of 36 out of school suspensions from 19 students. We have seen a marked decrease in both metrics. These reductions can be attributed to our resourcing of a Dean of Students based on feedback in last years site planning engagement process, allowing for one central person to support training and supervision of our Student Support Assistants and to hold the restorative pieces of our discipline system decreasing recidivism by building student skills, and consistent monthly positive events for students and families supported by our Climate and Culture committee as well as our Teachers and Family and Parent Coordinator.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

American engagement. This will happen through continuing the African American Achievement dinner (affinity group), and through home visits/family outreach led by the Dean of Students who will have a flex schedule day at least one time per week to allow for the availability for afternoon Home Visits to happen weekly.

5. Continue to implement Tier 1, School wide PBIS events such as our School Expectation Rotation and the Toolbox curriculum in classrooms.

6. Implement consistent positive incentives for attendance and behavior through 21 Day Attendance challenges and Cobra Cash incentive raffles and wheel of rewards.

7. Strengthen School wide stakeholder committees that positively affect school climate including FLC, Student Council, and the Culture and Climate Team

Basic Services

1. Cox Academy is working in conjunction with EFC Home Office in order to secure a grant to build an additional portable which will allow for additional student and staff restrooms to be added to the Cox Campus.

2. Cox Academy is working in conjunction with EFC Home Office to install some form of air conditioning units into the 2nd floor of the D Building.

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GREATEST NEEDS

Our upper grade math data is the most troubling, in terms of the low levels of proficiency, and has been attributed to the lack of professional development, coaching, and aligned grade level team unit and lesson planning. We have also targeted lowering Chronic Absence as a school wide initiative. Our goal for this year is to reduce our Chronic Absence from 20.5% of all students last year to less than 11% of students this year. At this time we are at 16.9% which is below last year’s percentage but still higher than our goal of under 11%. We will continue to target this area with positive incentives and motivation for students and parents, such as our newly adopted Super Secret Spring Field Trip which will be attendance based, and continuing with weekly SART and SARB referrals for families who struggle. Within our sub group of African American students our Chronic Absence goal is to reduce last year’s percentage from 38.3% to below 27.3 %. At this time we are at 29.9% which is an almost 10% reduction from last school year but still does not quite reach our goal of 27.3%. We will continue to work on this goal by maintaining weekly SARTs and SARB referrals as well as presenting this data directly to our African American families in our Quarterly African American Achievement Dinner in April.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

PERFORMANCE GAPS

While there are no indicators where performance is two or more performance levels below, African American students, specifically males, are disproportionately referred for school discipline and out of school suspension versus the other largest sub group which is latino students. African American students accounted for 18% of the population in 15/16 and accounted for 33% of all discipline referrals. In 16/17 African American students accounted for 15% of the population and accounted for 25 % of all discipline referrals. This shows a 3% decrease in population with a 8% reduction in the percentage of all referrals. As it seems our school-wide initiatives may be having an impact, there is still a clear disproportionality issue. This is being addressed by an Administrative commitment to discussing this issue openly with teachers and families, bringing in outside resources such as additional teacher and staff training around implicit bias, and trauma informed practices, providing space for our Climate and Culture team to discuss these numbers weekly and to advise Administration on possible next steps, utilizing outside resources such as the Be a Mentor program to provide community supports for students struggling with ecological issues, and starting an African American Boys Affinity group in the 17/18 school year.

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INCREASED OR IMPROVED SERVICES

If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

In the 2016-17 school year, Cox met the “On-Track to EL Proficiency” KPI, which indicates continuing with many of the ELD supports we currently have in place. Our data indicates that students whose CELDT score falls in the low 3 range are the least likely to have grown a language level, which indicates a need for stronger integrated ELD supports in the coming year. Teachers, particularly at the upper grades, need coaching, professional development, and planning time in order to implement more robust integrated ELD strategies. In the 16-17 school year, we also had an increased number of Newcomer students in grades 2-5, with eight newcomer students over the course of the year as compared to four students in the 15-16 school year. In addition, the arriving students had a wide range of literacy and language skills in their first languages. This year, students were served in a Newcomer class that was part of the school’s 30-minute designated ELD block. However, more supports are needed. We need to create a plan for meeting the academic, social, and language development needs of Newcomer students.

BUDGET SUMMARY

Complete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $ 6.63M

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year

$ 0.99M

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

Personnel (admin, teachers, classified) - $3.0M

Non-Personnel - $2.2M (Rent: $0.2M, Sped: $0.8M, CMO fees: $0.8M, general operations: $0.4M)

$ $5.53M Total Projected LCFF Revenues for LCAP Year

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Annual Update LCAP Year Reviewed: 2015-–16

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1 Curriculum: All teachers will access and implement engaging, high-quality, rigorous, standards-aligned curriculum in a broad course of study, including math, science, social studies, English language development and language arts.

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8

COE 9 10

LOCAL ______________________________________

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

Each year, the percent of students either scoring a level of 3 or 4 or making at least one level of growth on the CAASPP ELA will increase by 5% year-to-year, or 70% of students will score a 3 or 4 (including significant subgroups).

Each year, the percent of students either scoring a level of 3 or 4 or making at least one level of growth on the CAASPP Math will increase by 5% year-to-year, or 70% of students will score a 3 or 4 (including significant subgroups).

Each year, the school will meet EFC curricular requirements.

The percent of students either scoring a level of 3 or 4 or making at least one level of growth on the CAASPP ELA increased by 10 percentage points from 11 to 21.35% in SY15-16. SY16-17 data TBD.

The percent of students either scoring a level of 3 or 4 or making at least one level of growth on the CAASPP Mathematics increased by 9 percentage points from 14 to 22.63%. SY16-17 data TBD.

The school met EFC curricular requirements as determined by curricular checklist.

ACTIONS / SERVICES

Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

Action 1

Empty Cell

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Actions/Services

PLANNED

MyMath- Purchase standards aligned curriculum

ACTUAL

MyMath- Purchase standards aligned curriculum

Expenditures

BUDGETED

$11,438.00

ESTIMATED ACTUAL

$11,812.50

Action 2

Empty Cell

Actions/Services

PLANNED

EL Achieve > Purchase standards-aligned ELD curriculum

K-5

ACTUAL

EL Achieve > Purchase standards-aligned ELD curriculum K-5

Expenditures

BUDGETED

$20,000

ESTIMATED ACTUAL

$7932

Action 3

Empty Cell

Actions/Services

PLANNED CIA (ELA 4-5) - Funds for replacements and additional novels

> Supplement language arts, standards-aligned units with

additional class sets of books for grades 4 and 5.

ACTUAL

CIA (ELA 4-5) - Funds for replacements and additional novels >

Supplement language arts, standards-aligned units with additional class sets

of books for grades 4 and 5.

Expenditures

BUDGETED

$3329

ESTIMATED ACTUAL

$2000

Action 4

Empty Cell

Actions/Services

PLANNED Writer's Workshop Curriculum > Purchase standardsaligned

writing curriculum K-5.

ACTUAL

Writer's Workshop Curriculum > Purchase standardsaligned writing

curriculum K-5.

Expenditures

BUDGETED

$8323

ESTIMATED ACTUAL

$4,067.60

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Action 5

Empty Cell

Actions/Services

PLANNED Core Ready (Writing Trade Books) > Purchase supplemental

standards-aligned curriculum to support the English language

arts program K-3.

ACTUAL

Core Knowledge (ELA K-1) & Other Curriculum

Expenditures

BUDGETED

$11,000

ESTIMATED ACTUAL

$10,100.00

Action 6

Empty Cell

Actions/Services

PLANNED Leveled Library > Supplement classroom and guided reading

leveled libraries to ensure all students have access to book at

their independent and instructional levels. (4000 Title I, 4000

LCFF)

ACTUAL

Leveled Library > Supplement classroom and guided reading leveled

libraries to ensure all students have access to book at their independent and

instructional levels. (4000 Title I, 4000 LCFF)

Expenditures

BUDGETED

$4000

ESTIMATED ACTUAL

$5,194.00

Action 7

Empty Cell

Actions/Services

PLANNED Reading A-Z online and RAZ Kids > Renew online

subscriptions to provide students with consumable digitial and

printed leveled readers.

ACTUAL

Reading A-Z online, RAZ Kids, > Renew online subscriptions to provide

students with consumable digitial and printed leveled readers.

Expenditures

BUDGETED

$19,975

ESTIMATED ACTUAL

$ 7500

Action 8

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Actions/Services

PLANNED Scholastic News > Renew subscription to provide students to

regular access with relevant informational texts.

ACTUAL

Scholastic News & NewsELA to provide students access to informational texts.

Expenditures

BUDGETED

$24,969

ESTIMATED ACTUAL

$ 4670

Action 9

Empty Cell

Actions/Services

PLANNED FOSS > Purchase science curriculum to support science K-5

ACTUAL

FOSS > Purchase science curriculum to support science K-5

Expenditures

BUDGETED

$3329

ESTIMATED ACTUAL

$4,000.00

ANALYSIS


Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Empty Cell

Describe the overall implementation of the actions/services to achieve the articulated goal.

We purchased guided reading book sets to increase our guided reading leveled library and we purchased blended learning programs.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

ST Math, RAZ Kids, Accelerated Reader, NewsELA, and iReady (blended learning programs) were implemented to varying degrees, and had varying impact depending on the level of implementation. Core Knowledge phonics was aligned across Kinder - 2nd grade classes, and is now the implemented with fidelity.

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Goal 2

Technology: All teachers and students have access to 21st century technology and personalized learning opportunities


COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL


Each year, the percent of students either scoring a level of 3 or 4 or making at least one level of growth on the CAASPP Math will increase by 5% year-to-year, or 70% of students will score a 3 or 4 (including



Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Actual curricular costs were less than expected estimates. We were able to use NewsELA as a supplement to Scholastic News to provided access to informational texts.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Next year, to increase the impact of these expenditures, we will be aligning teacher use of all blended learning programs, with a focus on RAZ Kids and iReady in the lower grades and NewsELA and Accelerated Reader in the upper grades . Also, lower grade teachers will focus on differentiating literacy instruction through strengthening phonics, word work, and independent reading centers.

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significant subgroups).

Each year, the school will meet EFC facilities requirements.

The school met EFC facilities requirements as determined by facilities walkthrough checklist.

ACTIONS / SERVICES


Action 1

Empty Cell

Actions/Services

PLANNED iReady Reading > Renew blended learning software to

provide students with personalized literacy-based learning

opportunities.

ACTUAL

iReady Reading > Renew blended learning software to provide students with

personalized literacy-based learning opportunities.

Expenditures

BUDGETED

$ 8,323

ESTIMATED ACTUAL

$6,650.00

Action 2

Empty Cell

Actions/Services

PLANNED Teacher Computers

ACTUAL

Teacher Computers

Expenditures

BUDGETED

$ 17,478

ESTIMATED ACTUAL

$2208

Action 3

Empty Cell

Actions/Services

PLANNED Office Computers > Ensure the school office is outfitted with

computers to support all school-wide operations and

communications.

ACTUAL

Office Computers > Ensure the school office is outfitted with computers to

support all school-wide operations and communications.

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Expenditures

BUDGETED

$3329

ESTIMATED ACTUAL

$2400

Action 4

Empty Cell

Actions/Services

PLANNED Doc Cams, Projector, Headphones > Ensure each classroom

has the instructional technology required to deliver high-

quality lessons

ACTUAL

Doc Cams, Projector, Headphones > Ensure each classroom has the

instructional technology required to deliver high-quality lessons

Expenditures

BUDGETED

$8323

ESTIMATED ACTUAL

$5590

Action 5

Empty Cell

Actions/Services

PLANNED Chromebooks > Replace all student laptops that are no longer

functional

ACTUAL

N/A

Expenditures

BUDGETED

$ 19,130

ESTIMATED ACTUAL

$0

Action 6

Empty Cell

Actions/Services

PLANNED Website Design & Support > Build a web presence for wider

communication and to encourage family participation and

enrollment.

ACTUAL

N/A

Expenditures

BUDGETED

$ 1.665

ESTIMATED ACTUAL

$ 0

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Action 7

Empty Cell

Actions/Services

PLANNED Technology > Ensure broadband access across the school

facility so all students and instructors can seamlessly access

wifi.

ACTUAL

Technology > Ensure broadband access across the school facility so all

students and instructors can seamlessly access wifi.

Expenditures

BUDGETED

$ 45,023

ESTIMATED ACTUAL

$34,321.00

ANALYSIS



Empty Cell


We had increased our student to chromebook ratio to 2:1.


Increasing this ratio will be a low priority next year, and instead we will focus on implementing blended learning programs with fidelity, and using the data derived from those programs to drive instruction within students’ personalized zones of proximal development.


Student computers & other technology hardware were purchased at the end of SY15 rather than during SY16.

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Goal 3 Staffing: All teachers will be appropriately assigned and fully credentialed to support a high-quality, broad course of study.


COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Each year, 95% teachers will rate as Highly Qualified

100% of teachers rated as Highly Qualified in SY16.

ACTIONS / SERVICES


Action 1

Empty Cell

Actions/Services

PLANNED Teacher-Science > Staff school-wide science program.

ACTUAL

Teacher-Science > Staff school-wide science program


No change.

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Expenditures

BUDGETED

$ 138,165

ESTIMATED ACTUAL

$ 146,563

Goal 4

Professional Development: All teachers receive high-quality professional development aligned to high priority instructional practices that positively impacts

student academic achievement and social-emotional development.

ANALYSIS



Empty Cell


We funded a fourth, 5th grade classroom teacher last year, and now have 4 teachers per grade level, from Kindergarten through 5th grade.


We effectively lowered class sizes to 24 students in a class (K-3) and no more than 26 students in a class (4 and 5)



Next year, maintain reduced class sizes, and the Dean position will be a priority, along with realigning our coaching structure, so that our ELA and Math coaches will directly support teachers’ implementation of our high priority instructional practices. To support professional development, teacher coaching and evaluation, and to support instructional and school culture focused teams, we will also fund a third adminstrator. To support more grade level PLC/planning time, we will fund a 4th prep (turn Z-Sharp music into a prep), which will allow teachers to have one common prep period a week for collaboration.

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COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL





ACTIONS / SERVICES


Action 1

Empty Cell

Actions/Services

PLANNED Teacher Prof Develop Texts > Ensure teacher professional

development is anchored in research-based texts

.

ACTUAL

N/A

Expenditures

BUDGETED

$ 832

ESTIMATED ACTUAL

$

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Action 2

Empty Cell

Actions/Services

PLANNED PD Food.

ACTUAL

PD Food.

Expenditures

BUDGETED

$ 3,329

ESTIMATED ACTUAL

$ 10,500

Action 3

Empty Cell

Actions/Services

PLANNED Math Coaching > Provide coaching in mathematics content

and pedagogy to all teachers K-5.

ACTUAL

Math Coaching > Provide coaching in mathematics content and pedagogy to

all teachers K-5.

Expenditures

BUDGETED

$ 48,814

ESTIMATED ACTUAL

$ 94,269

Action 4

Empty Cell

Actions/Services

PLANNED Principal and Ap Training > Site administrators receive

personalized training in key instructional leadership

competencies

.

ACTUAL

Principal and Ap Training > Site administrators receive personalized training

in key instructional leadership competencies

Expenditures

BUDGETED

$ 15,922

ESTIMATED ACTUAL

$ 5,000

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Action 5

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Actions/Services

PLANNED NAATE > Provide lead teachers powerful instructional

leadership training at The National Academy of Advanced

Teacher Education.

.

ACTUAL

NAATE > Provide lead teachers powerful instructional leadership training at

The National Academy of Advanced Teacher Education.

Expenditures

BUDGETED

$ 4,000

ESTIMATED ACTUAL

$ 4,000

Action 6

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Actions/Services

PLANNED Math Academic Discourse PD > Provide external

professional development for teachers that focuses on

enhancing the quantity and quality of student academic

discourse during math instruction.

.

ACTUAL

N/A

Expenditures

BUDGETED

$ 2,700

ESTIMATED ACTUAL

$ 0

Action 7

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Actions/Services

PLANNED Art Consultant > Our visual arts teacher receives support

around curriculum development and instructional practices.

.

ACTUAL

Art Consultant > Our visual arts teacher receives support around curriculum

development and instructional practices.

Expenditures

BUDGETED

$ 4,162

ESTIMATED ACTUAL

$ 4,400

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Action 8

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Actions/Services

PLANNED Teacher Evaluation Tool > All teachers receive feedback

from students through the Tripod survey.

.

ACTUAL

Teacher Evaluation Tool > All teachers receive feedback from students

through the Tripod survey.

Expenditures

BUDGETED

$ 4,062

ESTIMATED ACTUAL

$ 3,800

Action 9

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Actions/Services

PLANNED Staff Retreat > Fund for teachers to build professional

learning community and team vision in an off-site setting.

ACTUAL

Staff Retreat > Fund for teachers to build professional learning community

and team vision in an off-site setting.

Expenditures

BUDGETED

$ 3,329

ESTIMATED ACTUAL

$ 3,000

Action 10

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Actions/Services

PLANNED Literacy Coach > Provide coaching in literacy content and

pedagogy to all teacher K-5

ACTUAL

Literacy Coach > Provide coaching in literacy content and pedagogy to all

teacher K-5

Expenditures

BUDGETED

$ 92,412

ESTIMATED ACTUAL

$ 105,209

ANALYSIS

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professional development and coaching focus on strong guided reading, phonics, word study, phonemic awareness, and oral language development in the lower grades (TK - 1st) will support more growth in our “on track” to reading proficiency KPI, as measured by DRA. Ensuring that students are reading in the lower grades at grade level will also support upper grade teachers to continue their focus on supporting students to master ELA common core standards via strengthening close reading protocols and writing instruction.

In the upper grades, the data indicates that we need to focus on math alignment around supporting students to make sense of challenging math tasks/story problems, and give the strategies and protocols to solve those problems. Teachers also need regular planning time, to collaborate around lesson design and using regular data cycles to drive instruction.


This year we focused on two high priority instructional practices (HPIPs): close reading of ELA complex text and math task and teaching strong writing mini lessons. Our ELA Benchmark met/exceeded proficiency data grew 9% compared to last school year, which correlates to the professional development focus on Close reading of grade level complex text that teacher engaged in during Trimester 1.


2 math coaches hired to provide math coaching to all K-5. Admin had less time for admin training than initially planned.


Next year, these are areas that will continue to be developed through grade level team professional learning communities, which will be supported by a 3 member admin team, however we will shift our instructional foci next year and differentiate based on grade level needs. In the lower grades, we will fund a full time ELA coach dedicated to supporting strong guided reading and differentiated literacy centers, and in the upper grades we will fund a full time math coach focused on math alignment of protocols to teach story problems and math fact fluency. These two instructional foci, will be our two HPIPs, which will be the focus of professional development for the entire year.

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Goal 5 Family Services: Empower families to participate in decisions regarding implementation of curriculum, school culture, and community engagement.


COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Each year, 90% of families will participate in at least one report card conference per year.

Each year, the average daily attendance is will be 95% or higher.

Each year, less than 10% of all students will be chronically absent.

Each year, no more 0% of enrolled students will be expelled.

Each year, the student responses on the SCAI Survey, Domain 7, will average 3.5 or

higher.

Each year, the teacher responses on the SCAI Survey, Domain 7, will average 3.5 or

higher.

Each year, the family responses on the SCAI Survey, Domain 7, will average 3.5 or

higher.

96% of parents participated in a report card conference.

ADA was 94%

The chronic absence rate decreased from 39% to 23%.

0% students were expelled.

Student average response on SCAI domain 7 was 3.7

Teacher average response on SCAI domain 7 was 3.7

Family average response on SCAI domain 7 was 4.2

ACTIONS / SERVICES


Action 1

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Actions/Services

PLANNED Supplies and snacks > Provide food at parent events to

encourage attendance.

ACTUAL

Supplies and snacks > Provide food at parent events to encourage attendance.

Expenditures

BUDGETED

$ 16,646

ESTIMATED ACTUAL

$ 4500

Action 2

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Actions/Services

PLANNED Family fun days > Host community-wide events to build

family participation in the school community and to attract

members of the community to enroll.

ACTUAL

Family fun days > Host community-wide events to build family participation

in the school community and to attract members of the community to enroll.

Expenditures

BUDGETED

$ 13,317

ESTIMATED ACTUAL

$ 2,500

Action 3

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Actions/Services

PLANNED Bus Passes - Homeless > Ensure our most financially

impacted families have the means to attend school.

ACTUAL

Bus Passes - Homeless > Ensure our most financially impacted families have

the means to attend school.

Expenditures

BUDGETED

$ 1,332

ESTIMATED ACTUAL

$ 1000

Action 4

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Actions/Services

PLANNED Uniform Purchases > Support families with accessing school

uniforms for their children.

ACTUAL

Uniform Purchases > Support families with accessing school uniforms for

their children

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Expenditures

BUDGETED

$ 4,994

ESTIMATED ACTUAL

$ 2,000

Action 5

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Actions/Services

PLANNED Blackboard > Provide timely all-family communications on

all key events and other important information.

ACTUAL

Blackboard > Provide timely all-family communications on all key events

and other important information.

Expenditures

BUDGETED

$ 4,062

ESTIMATED ACTUAL

$ 2,440

Action 6

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Actions/Services

PLANNED Afterschool Coordinator > Coordinate afterschool activities

and serve as a liaison between regular day staff and ASP

staff and between families and ASP staff.

ACTUAL

Afterschool Coordinator > Coordinate afterschool activities and serve as a

liaison between regular day staff and ASP staff and between families and

ASP staff.

Expenditures

BUDGETED

$ 71,622

ESTIMATED ACTUAL

$ $112,500.00

Action 7

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Actions/Services

PLANNED Parent Leadership > Staff liaison to facilitate parent

leadership in participation in org-wide and site-based family

leadership bodies to inform site-based and orgwide decision

making.

ACTUAL

Parent Leadership > Staff liaison to facilitate parent leadership in

participation in org-wide and site-based family leadership bodies to inform

site-based and orgwide decision making.

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Expenditures

BUDGETED

$ 121,856

ESTIMATED ACTUAL

$ 65,000

ANALYSIS



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In the 2016/2017 school year family engagement at Cox Academy has continued to be an area of progress while still needing more attention. Based on Back to School Night participation, Family Leadership Committee attendance, African American Achievement Dinner attendance, and Parent Teacher Conference attendance, families are more and more engaged in school wide activities and focused on student achievement. As a school community we review school wide data such as academic progress, discipline referrals and attendance, multiple times per year with our families. Our Family Leadership Committee, which is open to all families and meets monthly, also participates in the site planning process allowing for administration to get feedback regarding family views of academic priorities, budgetary priorities as well as school climate and culture. We will continue to build on the progress we have made by resourcing a Parent Coordinator and using that position to support with empowering our community to engage in all aspects of their students education.


We continue to struggle with lower average daily attendance and a higher percentage of Chronic Absence


Additional after-school demand required more resources. Parent leadership support shared with central office.


Our office team will work to increase our effectiveness and efficiency with the SART and SARB process beginning at the start of the year. We will use our newly hired Family and Community Coordinator in conjunction with our Junior Office Manager to support this process.

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Goal 6

Response to Interventions: Implement a rigorous Response to Intervention model to address the Tier 1, Tier 2, and Tier 3 academic, behavioral and social

needs of all students.


COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL





ACTIONS / SERVICES


Action 1

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Actions/Services

PLANNED SES Provider > Contract with educational services to

support the academic needs of our struggling students

.

ACTUAL

SES Provider > Contract with educational services to support the academic

needs of our struggling students

Page 28 of 80

Expenditures

BUDGETED

$ 26,174

ESTIMATED ACTUAL

$ 12,500

Action 2

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Actions/Services

PLANNED SPED > Contract with seneca to ensure that the academic,

behavioral and social-emotional needs of Tier 3 students are

supported and compliant with Ed Code.

ACTUAL

SPED > Contract with seneca to ensure that the academic, behavioral and

social-emotional needs of Tier 3 students are supported and compliant with

Ed Code.

Expenditures

BUDGETED

$ 467,134

ESTIMATED ACTUAL

$ 631,930

Action 3

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Actions/Services

PLANNED Supportive (Extra Services from Seneca) > Contract with

Seneca to provide student support with Tier 2 behavioral,

academic and social-emotional needs. Amplify > Invest in

org-wide assessments to help identify students that require

extra support either by the classroom teacher of external

provider.

ACTUAL

N/A

Expenditures

BUDGETED

$ 195,250

ESTIMATED ACTUAL

$ 0

Action 4

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Actions/Services

PLANNED Summer School-Spring Board > Provide a 5 week summer

program to support struggling readers K-2 in closing the

literacy gap

ACTUAL

Summer School-Spring Board > Provide a 5 week summer program to

support struggling readers K-2 in closing the literacy gap

Expenditures

BUDGETED

$ 3,304

ESTIMATED ACTUAL

$ 36,000

Action 5

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Actions/Services

PLANNED Cep Sub-Academic Interventionist, Intervention Teacher >

Fund academic interventionists to meet the needs of Tier 2

students struggling with reading

ACTUAL

Cep Sub-Academic Interventionist, Intervention Teacher > Fund academic

interventionists to meet the needs of Tier 2 students struggling with reading

Expenditures

BUDGETED

$ 25,000

ESTIMATED ACTUAL

$ 39,756

ANALYSIS



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Based on the academic data trends in literacy, we have a continued need to strengthen our tier 2 literacy intervention model. This would look like not only increasing the amount of intervention services we can provide, but also strengthening the quality of intervention instruction. Per the reduction in office referral data last year, and to maintain consistency with the Student Support Assistant (SSA) team, a full time Dean will continue to lead behavior support efforts with a team of 4 other SSAs. With the ongoing office referral data that shows that student defiance and minor physical altercations are still the leading cause of being referred to the office, there is a need to increase tier 1 teacher supports for developing culturally relevant teaching practices, through professional development and coaching. There is also a need to continue to strengthen the work of our PBIS team, to have a greater impact on tier 1 behaviors in support of reducing office referrals particularly

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Goal 7

English Language Learners: All English language learners receive high-quality, targeted language instruction that supports consistent and effective English

language development.


COE 9 10

LOCAL ______________________________________


for the top causes named above.


This year, our focus on unconditional education and supporting students in tiers 1 -3 with academic and behavior supports has continued from previous years. Our team of 9 Student Support Assistants, 2.0 Clinical interventionist, 2 Academic Interventionists focused on tier 3 academic supports, and 1.5 Academic interventionists focused on tier 2 academic supports, 1 Behavior Intervention Support lead, and 1 Culture and Climate coach have been a strong team who has led this work. We also have a full time Dean of Students who has led tier 1 behavior supports.


Influx of special education students during the year. Decision to support broader summer program based on new data.


Next year the configuration of the this RTI team will shrink, due to the decreased needs of students with IEPs and our twilighting i3 grant that funds our culture and climate coach. Based on the needs stated above, we will increase the amount of tier 2 academic interventionist support to 1.8 FTE. Also based on decreasing IEP needs, we will reduce our clinical interventionists to 1.5 FTE, and no longer staff a Behavioral Intervention lead. Next year we will continue our partnership with Seneca for tier 3 academic and clinical interventions.

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EXPECTED ACTUAL

Each year, the percents of EL students scoring proficient overall on the California English

language assessment will increase by at least 2% year-to-year or at least 50% of EL

students will score proficient overall.

39.71% of ELs grew at least one overall proficiency level on CELDT

ACTIONS / SERVICES


Action 1

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Actions/Services

PLANNED ELD Lead > Stipend an ELD Lead to work with site

leadership and teacher teams to identify and scale best

English Language development instructional practices.

ACTUAL

ELD Lead > Stipend an ELD Lead to work with site leadership and teacher

teams to identify and scale best English Language development instructional

practices.

Expenditures

BUDGETED

$ 1000

ESTIMATED ACTUAL

$ 1000

Action 2

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Actions/Services

PLANNED ELD Achieve Training > Contract with ELAchieve to train

all new hires on the ELAchieve Systematic ELD curriculum

ACTUAL

N/A

Expenditures

BUDGETED

$ 6658

ESTIMATED ACTUAL

$ 0

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Action 3

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Actions/Services

PLANNED CELDT > Implement state ELD test to ensure specific needs

of English learners are identified and curriculum

implementation supports identified needs

ACTUAL

CELDT > Implement state ELD test to ensure specific needs of English

learners are identified and curriculum implementation supports identified

needs

Expenditures

BUDGETED

$ 1332

ESTIMATED ACTUAL

$ 1000

ANALYSIS



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In the 2016-17 school year, Cox met the “On-Track to EL Proficiency” KPI, which indicates continuing with many of the ELD supports we currently have in place. Our data indicates that students whose CELDT score falls in the low 3 range are the least likely to have grown a language level, which indicates a need for stronger integrated ELD supports in the coming year. Teachers, particularly at the upper grades, need coaching, professional development, and planning time in order to implement more robust integrated ELD strategies.

In the 16-17 school year, we also had an increased number of Newcomer students in grades 2-5, with eight newcomer students over the course of the year as compared to four students in the 15-16 school year. In addition, the arriving students had a wide range of literacy and language skills in their first languages. This year, students were served in a Newcomer class that was part of the school’s 30-minute designated ELD block. However, more supports are needed. We need to create a plan for meeting the academic, social, and language development needs of Newcomer students.


This year we implemented the ADEPT assessment for all students at the beginning of the school year to support ELD group formation. We continued implementing Systematic ELD as a designated ELD program to support language development targeted to specific goals appropriate to language level. Students were regrouped across classrooms in grades 1-5, while in Kindergarten students stayed in their regular classroom and were provided with differentiated instruction using age-appropriate language development activities. As seen in our data above, we met our “On-Track to EL Proficiency” KPI, which indicates continuing with a similar structure in the future.

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Goal 8 School Climate: All students attend school in a safe, engaging and nurturing environment.


COE 9 10

LOCAL ______________________________________


EXPECTED ACTUAL

Each year, 90% of families will participate in at least one report card conference per year.

Each year, the average daily attendance is will be 95% or higher.


Each year, no more 0% of enrolled students will be expelled.

Each year, the student responses on the SCAI Survey, Domain 7, will average 3.5 or

higher.

Each year, the teacher responses on the SCAI Survey, Domain 7, will average 3.5 or

96% of parents participated in a report card conference.

ADA was 94%

The chronic absence rate decreased from 39% to 23%.

0% students were expelled.

Student average response on SCAI domain 7 was 3.7


ELD training provided in-house.


Teachers continued implementing academic language and discussion strategies as a form of integrated ELD. However, our data indicates that students whose CELDT score falls in the low 3 range are the least likely to have grown a language level, which indicates a need for stronger integrated ELD supports in the coming year.

Page 34 of 80

higher.

Each year, the family responses on the SCAI Survey, Domain 7, will average 3.5 or higher.

Teacher average response on SCAI domain 7 was 3.7

Family average response on SCAI domain 7 was 4.2

ACTIONS / SERVICES


Action 1

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Actions/Services

PLANNED PE Supplies > Provide all students with physical education

equipment to provide opportunities to promote a culture

centered on healthy fitness habits.

ACTUAL

PE Supplies > Provide all students with physical education equipment to

provide opportunities to promote a culture centered on healthy fitness habits.

Expenditures

BUDGETED

$ 1665

ESTIMATED ACTUAL

$ 2500

Action 2

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Actions/Services

PLANNED 2. Beautification Days > Funding to support community

engagement around improving the aesthetics of facility

ACTUAL

2. Beautification Days > Funding to support community engagement around

improving the aesthetics of facility

Expenditures

BUDGETED

$ 8323

ESTIMATED ACTUAL

$ 2000

Action 3

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Actions/Services

PLANNED Assemblies > Funding for certificate and medals during

student recognition assemblies

ACTUAL

Assemblies > Funding for certificate and medals during student recognition

assemblies

Expenditures

BUDGETED

$ 832

ESTIMATED ACTUAL

$ 500

Action 4

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Actions/Services

PLANNED Field Trips > Provide adequate funds for students to broaden

their learning experience through participation in rich

experiential field trips and increasing student engagement in

relevant learning.

ACTUAL

Field Trips > Provide adequate funds for students to broaden their learning

experience through participation in rich experiential field trips and increasing

student engagement in relevant learning.

Expenditures

BUDGETED

$ 16,480

ESTIMATED ACTUAL

$ 13,000

Action 5

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Actions/Services

PLANNED ToolBox > Purchase school-wide social-emotional

curriculum to foster a common language and practices for

emotional self-regulation and healthy peer interactions

ACTUAL

ToolBox > Purchase school-wide social-emotional curriculum to foster a

common language and practices for emotional self-regulation and healthy

peer interactions

Expenditures

BUDGETED

$ 4994

ESTIMATED ACTUAL

$ 2500

Action 6

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Actions/Services

PLANNED Music Consultant > Provide learning opportunities in music

for all students to engage a wider range of learning

modalities and interests

ACTUAL

Music Consultant > Provide learning opportunities in music for all students

to engage a wider range of learning modalities and interests

Page 36 of 80

Expenditures

BUDGETED

$ 28,000

ESTIMATED ACTUAL

$ 28,000

Action 7

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Actions/Services

PLANNED Attendance Incentives > incentivize regular student

attendance

ACTUAL

Attendance Incentives > incentivize regular student attendance

Expenditures

BUDGETED

$ 8323

ESTIMATED ACTUAL

$ 5000

Action 8

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Actions/Services

PLANNED ToolBox Lead > Stipend a lead teacher to promote the

implementation of the social-emotional curriculum and to

foster positive school-wide culture

ACTUAL

ToolBox Lead > Stipend a lead teacher to promote the implementation of

the social-emotional curriculum and to foster positive school-wide culture

Expenditures

BUDGETED

$ 1000

ESTIMATED ACTUAL

$ 1000

Action 9

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Actions/Services

PLANNED SSAs > Hire campus supervision to ensure campuswide

safety and promote positive school climate

ACTUAL

SSAs > Hire campus supervision to ensure campuswide safety and promote

positive school climate

Expenditures

BUDGETED

$ 28,146

ESTIMATED ACTUAL

$ 29,400

ANALYSIS



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Goal 9 Basic Services: All students have access to a safe and clean learning environment and appropriate educational resources, learning opportunities and services.


COE 9 10

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In the 2016/2017 school year Cox Academy has continued to create a positive culture where students and families feel welcome, safe and respected. Based on Culture and Climate data we will work with Home Office and possibly outside organizations in order to focus resources and attention on the continuing disproportionality of African American student office referral/suspension and attendance data. We will continue to resource our Dean of Students position which oversees discipline at Cox and will continue to iterate on our fully integrated discipline system that utilizes restorative practices as a key piece of support. As the I3 grant is ending, which allowed for us to resource a Climate and Culture Coach who held PBIS, we will work as a community to ensure that systems that were put into place, such as Wheel of Rewards, Cobra Cash dances and parties, etc will be held by the Dean of Students as well as supported by the incoming 3rd Administrator.


With our I3 grant ending we will focus on systematizing Positive Behavior Intervention Systems in order to continue to support a positive school environment. An additional action we will take will be to work with our PBIS team to support these initiatives in a more structured and integrated manner.


Scheduled fewer beautification days.


N/A

Page 38 of 80

LOCAL ______________________________________


EXPECTED ACTUAL

Each year, the school will meet EFC curricular requirements

Each year, the school will meet EFC facilities requirements

Each year, the school will meet EFC course access requirements

The school met EFC curricular requirements as determined by curricular checklist.

The school met EFC facilities requirements as determined by facilities walkthrough

checklist.

The school met EFC course access requirements as determined by master schedule.

ACTIONS / SERVICES


Action 1

Empty Cell

Actions/Services

PLANNED Rent > Facility.

ACTUAL

Rent > Facility.

Expenditures

BUDGETED

$ 146,090

ESTIMATED ACTUAL

$ 171,523

Action 2

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Actions/Services

PLANNED 2. Gas and Electric > Utilities

ACTUAL

2. Gas and Electric > Utilities

Page 39 of 80

Expenditures

BUDGETED

$ 56,700

ESTIMATED ACTUAL

$ 59,535

Action 3

Empty Cell

Actions/Services

PLANNED Copy Machines > Basic needs

ACTUAL

Copy Machines > Basic needs

Expenditures

BUDGETED

$ 30,000

ESTIMATED ACTUAL

$ 40,000

Action 4

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Actions/Services

PLANNED Waste > Utilities

ACTUAL

Waste > Utilities

Expenditures

BUDGETED

$ 22,050

ESTIMATED ACTUAL

$

Action 5

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Actions/Services

PLANNED Water > Utilities

ACTUAL

Water > Utilities

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Expenditures

BUDGETED

$ 21,000

ESTIMATED ACTUAL

$ 23,153

Action 6

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Actions/Services

PLANNED Custodial Supplies

ACTUAL

Custodial Supplies

Expenditures

BUDGETED

$ 15,000

ESTIMATED ACTUAL

$ 20,000

Action 7

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Actions/Services

PLANNED Illuminate > Student Information System

ACTUAL

Illuminate > Student Information System

Expenditures

BUDGETED

$ 6,100

ESTIMATED ACTUAL

$ 6,100

Action 8

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Actions/Services

PLANNED New TK > Basic furniture

ACTUAL

New TK > Basic furniture

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Expenditures

BUDGETED

$ 8,323

ESTIMATED ACTUAL

$ 10,000

Action 9

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Actions/Services

PLANNED Classroom Furniture and Equipment > Miscellaneous

ACTUAL

N/A

Expenditures

BUDGETED

$ 4,994

ESTIMATED ACTUAL

$ 0

Action 10

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Actions/Services

PLANNED Office Supplies > Basic needs

ACTUAL

Office Supplies > Basic needs

Expenditures

BUDGETED

$ 2,000

ESTIMATED ACTUAL

$ 3,000

ANALYSIS



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v


In the 2016/2017 school year Cox Academy has brought in a Pre-K program to support our community with more services for younger students. Kidango was licensed and began in February of 2017.


Many of our current families have taken advantage of this resource.


N/A


One need for next year will be to secure sufficient air conditioning for the D building 2nd floor classrooms as we have collected data and been given clear feedback that the heat during the warmer months impacts students ability to learn.

Page 43 of 80

Stakeholder Engagement

LCAP Year 2017–18 2018–19 2019–20

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INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

IMPACT ON LCAP AND ANNUAL UPDATE

How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

How did these consultations impact the LCAP for the upcoming year?

Involvement Process (date, stakeholders engaged, goal)

Impact of Involvement

Launch & Visioning of Site planning process

FLC/Community Meeting, Launch & Visioning of Site planning process

1/9/17

Goal: To ensure all families and community members understand the site planning process and their role.

• Reviewed the annual process and the goals of this process

• As part of this process families became clear of their role in the process as well as some of our initial priorities.

All staff, Launch and visioning of site plan process

1/18/17

Goal: To ensure all staff understand the site planning process and their role in the process

• Reviewed the annual process and the goals of this process as well as the importance of all staff support.

• As part of this process all staff became familiar with the process and their role within it.

Instructional Leadership Team, Launch and visioning of site plan process

1/23/17

Goal: To ensure all grade level chairs understand the site planning process and their support role for the school.

• Reviewed the annual process and the goals of this process as well as the importance of ILT support and involvement

• As part of this process instructional leaders became familiar with the process, their role in the process as well as how they will support moving forward.

Student Council, Launch and visioning of site plan process

2/1/17

Goal: To inform all students about the site planning process and their role

• Explained what the Site Planning Process is and how the students will be involved.

• As part of this process student council became aware of the process, it’s importance and what their participation will look like.

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Data Analysis/Needs Assessment - Academic Data and Climate and Culture

FLC/Community Meeting, Data Analysis/Needs Assessment -Culture and Climate Data

2/6/17

Goal: To review our current Culture and Climate data and get feedback regarding priorities for next year

• Reviewed the current Climate and Culture Data and discussed possible priorities to address areas of need

• From this meeting parents gained a clear understanding of our strengths and challenges regarding our Discipline, Attendance and School Activities

• Parents were able to review proposed ideas to address areas of concern and to give additional feedback and ideas to address the needs.

Instructional Leadership Team, Data Analysis/Needs Assessment -Culture and Climate Data

2/7/13

Goal: To review Culture and Climate data and get feedback of additional data sets to include in whole school share out as well as plan out ILT members support in the presentation

• Through this process Instructional Leaders were able to view current C&C data, and support in planning how to share this data with their grade level teams and the rest of the school. This process allowed for ILT members to lead discussions around our current strengths and challenges while brainstorming ideas to support the school in it’s continued growth within this area.

FLC/Community Meeting, Data Analysis/Needs Assessment - Academic Data

2/13/17

Goal: To review our most current Academic data and get feedback regarding priorities for next year

• As part of this process families were able to view recent Academic Data, discuss some potential moves to address our areas of need and give additional feedback and ideas regarding those areas of need.

Instructional Leadership Team, Data Analysis/Needs Assessment -Academic Data

2/13/17

Goal: To review our most current Academic data, get feedback regarding priorities, as well as additional data sets to include for the whole staff share out and plan out how Grade Level Chairs will support the presentation to all staff

• Through this process Instructional Leaders were able to view current Academic data, and support in planning how to share this data with their grade level teams and the rest of the school. This process allowed for ILT members to support group discussions regarding our current data with all staff.

All Staff, Data Analysis/Needs Assessment - Academic Data and Climate and Culture Data

3/6/17

Goal: To review our most current Academic data and get feedback regarding priorities for next school year.

• All staff were able to view current C&C data and Academic Data and participate in a structured activity that allowed for them to dig deeper into the data and be forthright with concerns as well as thoughts and ideas for how to move forward as a community.

Student Council, Data Analysis/Needs Assessment - Academic Data and Climate and Culture Data

• Student Council was engaged with a presentation regarding Academic Data, Referral Data and Attendance data. We were able to get student thoughts on where we are in each of these areas

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3/29

Goal: To review some current Academic data and Climate and Culture data, and get feedback regarding priorities for next school year.

as well as ideas for how to make gains moving forward.

Review of Data and Needs Assessment in relation to projected annual budget

All Staff, Review of Data and Needs Assessment in relation to projected annual budget 3/29/17

Goal: Review feedback from all stakeholders regarding Academic as well as Climate and Culture data in relation to the projected budget for the 17/18 school year and prioritize investments based on the data and stakeholder feedback.

• Through this process all staff reviewed Academic data as well as Climate and Culture data in relation to our site needs and annual budget. Staff members were able to hear about all possible upcoming expenditures and rate them based on connectedness to the school’s vision and highest leverage next steps.

FLC/Community, Review of Data and Needs Assessment in relation to projected annual Budget 4/17/17

Goal: Review feedback from all stakeholders regarding Academic as well as Climate and Culture data in relation to the projected budget for the 17/18 school year and prioritize investments based on the data and stakeholder feedback.

• Through this process all staff reviewed Academic data as well as Climate and Culture data in relation to our site needs and annual budget. Staff members were able to hear about all possible upcoming expenditures and rate them based on connectedness to the school’s vision and highest leverage next steps

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Goals, Actions, & Services

Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

New Modified Unchanged

Goal 1

Curriculum: All teachers will access and implement engaging, high-quality, rigorous, standards-aligned curriculum in a broad course of study, including math, science, social studies, English language development and language arts.

Empty Cell

Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need Increase the number of children making targeted growth in reading

Increase the number of children making targeted growth in Common Core ELA Standards

Increase the number of children making targeted growth in Common Core Math Standards

Provide and maintain basic services for schools and students

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Each year, the Average distance from level 3 on the English Language Arts Assessment Report for All Students shall increase by 7 to less than 20 points or be no more than 5

Very Low / Maintained Very Low / Increased Very Low / Increased Low / Increased

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points below to 70 points below, such that placement on the California five-by-five grid moves to the right or upward

Each year, the Average distance from level 3 on the Mathematics Assessment Report for All Students shall increase by 5 to less than 15 points or be no more than 5 points below to 25 points below, such that placement on the California five-by-five grid moves to the right or upward

Low / Maintained Low / Increased Low / Increased Medium / Increased

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PLANNED ACTIONS / SERVICES

Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served All Students with Disabilities [Specific Student Group(s)]___________________

Location(s) All schools Specific Schools:__________________ Specific Grade spans:__________________

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served English Learners Foster Youth Low Income

Scope of Services LEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

BUDGETED EXPENDITURES

2017-18 2018-19 2019-20

Amount $8,000 Amount $8,106 Amount $8,323

Source General Fund Source General Fund Source General Fund

Budget Reference

ELA Curriculum Budget Reference

ELA Curriculum Budget Reference

ELA Curriculum

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Math Curriculum Budget Reference

Math Curriculum Budget Reference

Math Curriculum

Action 3




OR

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ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Science / Arts / Tech Curriculum Budget Reference

Science / Arts / Tech Curriculum Budget Reference

Science / Arts / Tech Curriculum

Action 4




OR





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ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20

Amount $500 Amount $510 Amount $520


Budget Reference

TK Curriculum Budget Reference

TK Curriculum Budget Reference

TK Curriculum


Goal 2

Technology: All teachers and students have access to 21st century technology and personalized learning opportunities

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COE 9 10

LOCAL ______________________________________

Identified Need Ensure adequate technology infrastructure and hardware

Increase quality of instructional technology to ensure a strong 21st century instructional program and to promote personalized learning


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Each year, the Average distance from level 3 on the English Language Arts Assessment Report for All Students shall increase by 7 to less than 20 points or be no more than 5 points below to 70 points below, such that placement on the California five-by-five grid moves to the right or upward


Each year, the Average distance from level 3 on the Mathematics Assessment Report for All Students shall increase by 5 to less than 15 points or be no more than 5 points below to 25 points below, such that placement on the California five-by-five grid moves to the right or upward


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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Technology Support Budget Reference

Technology Support Budget Reference

Technology Support

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Instructional Software Budget Reference

Instructional Software Budget Reference

Instructional Software


Goal 3

Staffing: All teachers will be appropriately assigned and fully credentialed to support a high-quality, broad course of study.

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Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need Ensure all teachers are highly qualified

Ensure students are provided and engaged w/ a broad course of study



Each year, 95% teachers will rate as Highly Qualified

100% Highly Qualified 100% Highly Qualified 100% Highly Qualified 100% Highly Qualified


23% 18% 13% 8%

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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Specials Teachers Budget Reference

Specials Teachers Budget Reference

Specials Teachers

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20


Source Rainin / General Fund Source Rainin / General Fund Source Rainin / General Fund

Budget Reference

Additional Aides and Support Staff Budget Reference

Additional Aides and Support Staff Budget Reference

Additional Aides and Support Staff


Goal 4

Professional Development: All teachers receive high-quality professional development aligned to high priority instructional practices that positively

impacts student academic achievement and social-emotional development.

Empty Cell

Empty Cell

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COE 9 10

LOCAL ______________________________________

Identified Need Ensure all teachers receive regular, high-quality instructional coaching, site-based professional development, and structured collaboration time





Each year, the Average distance from level 3 on the Mathematics


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Assessment Report for All Students shall increase by 5 to less than 15 points or be no more than 5 points below to 25 points below, such that placement on the California five-by-five grid moves to the right or upward

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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20


Source Rainin / General Fund / Title I Source Rainin / General Fund / Title I Source Rainin / General Fund / Title I

Budget Reference

Coaching Support Budget Reference

Coaching Support Budget Reference

Coaching Support

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Goal 5

Family Services: Empower families to participate in decisions regarding implementation of curriculum, school culture, and community engagement.

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COE 9 10

LOCAL ______________________________________

Identified Need Establish and refine multiple family outreach and engagement structures.

Establish after-school and support services.



Each year, the Suspension Indicator for All Students shall decline by more than 0.3% or be no more than 3%, such that placement on the California five-by-five grid moves to the right or upward

Very High / Increased High / Maintained High / Declined High / Declined

Each year, less than 10% of all students will be chronically

23% 18% 13% 8%

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absent.

Each year, the student responses on the SCAI Survey, Domain 7, will average 3.5 or higher.

3.7 3.8 3.9 4.0

Each year, the teacher responses on the SCAI Survey, Domain 7, will average 3.5 or higher.

3.7 3.8 3.9 4.0


4.2 4.2 4.3 4.4

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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Family & Community Staff Support Budget Reference

Family & Community Staff Support Budget Reference

Family & Community Staff Support

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20


Source Rainin / General Fund Source Rainin / General Fund Source Rainin / General Fund

Budget Reference

Family Engagement Activities Budget Reference

Family Engagement Activities Budget Reference

Family Engagement Activities

Action 3




OR

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ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20


Source ASES Grant Source ASES Grant Source ASES Grant

Budget Reference

After-School Programming Budget Reference

After-School Programming Budget Reference

After-School Programming


Goal 6

Response to Interventions: Implement a rigorous Response to Intervention model to address the Tier 1, Tier 2, and Tier 3 academic, behavioral and

social needs of all students.

Empty Cell

Empty Cell


COE 9 10

LOCAL ______________________________________

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Identified Need Ensure struggling readers receive high quality Tier 2 academic interventions.

Implement strong Tier 2 and Tier 3 social, behavioral and academic interventions.

Ensure all students' academic, social and behavioral needs are adequately served





Each year, the Average distance from level 3 on the Mathematics Assessment Report for All Students shall increase by 5 to less than


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15 points or be no more than 5 points below to 25 points below, such that placement on the California five-by-five grid moves to the right or upward

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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Intervention Programming & Curriculum Budget Reference

Intervention Programming & Curriculum Budget Reference

Intervention Programming & Curriculum

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20


Source General Fund / Title III Source General Fund / Title III Source General Fund / Title III

Budget Reference

Intervention Staff Budget Reference

Intervention Staff Budget Reference

Intervention Staff


Goal 7

English Language Learners: All English language learners receive high-quality, targeted language instruction that supports consistent and effective

English language development.

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Empty Cell

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COE 9 10

LOCAL ______________________________________

Identified Need Identify and implement high quality ELD assessment and curriculum.

Provide differentiated English language instruction to target the needs of ELs.

Ensure all ELs make adequate gains in English language development.



Each year, the English Learner Progress Indicator for English Learners shall increase by 1.5% or more and be higher than 67%, such that placement on the California five-by-five grid stays green

Medium / Increased Medium / Increased High / Increased High / Increased

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Action 1


Students to be Served All Students with Disabilities [Specific Student Group(s)]___English Learners________________


OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

ELL Programming & Curriculum Budget Reference

ELL Programming & Curriculum Budget Reference

ELL Programming & Curriculum

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Goal 8 School Climate: All students attend school in a safe, engaging and nurturing environment.

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Empty Cell


COE 9 10

LOCAL ______________________________________

Identified Need All students feel safe at school

Increase the level and quality of student engagement in learning



Each year, the Suspension Indicator for All Students shall decline by more than 0.3% or be no more than 3%, such that placement on the California five-by-five grid moves to the right or upward

Very High / Increased High / Maintained High / Declined High / Declined


23% 18% 13% 8%

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Each year, the student responses on the SCAI Survey, Domain 7, will average 3.5 or higher.

3.7 3.8 3.9 4.0

Each year, the teacher responses on the SCAI Survey, Domain 7, will average 3.5 or higher.

3.7 3.8 3.9 4.0


4.2 4.2 4.3 4.4

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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

School Climate Staff Support Budget Reference

School Climate Staff Support Budget Reference

School Climate Staff Support

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

School Climate Programming & Curriculum

Budget Reference


Budget Reference



Goal 9

Basic Services: All students have access to a safe and clean learning environment and appropriate educational resources, learning opportunities and

services.

Empty Cell

Empty Cell

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COE 9 10

LOCAL ______________________________________

Identified Need Ensure all basic services are adequately addressed

Improve the quality of the learning environment



Each year, the school will meet EFC curricular requirements

Meets Meets Meets Meets

Each year, the school will meet EFC facilities requirements


Each year, the school will meet EFC academic standards requirements


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Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Basic Services Staff Budget Reference

Basic Services Staff Budget Reference

Basic Services Staff

Action 2

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OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20



2017-18 2018-19 2019-20



Budget Reference

Basic Services Maintenance Budget Reference

Basic Services Maintenance Budget Reference

Basic Services Maintenance

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Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year 2017–18 2018–19 2019–20

Estimated Supplemental and Concentration Grant Funds: $ 0.99M Percentage to Increase or Improve Services:

21.81%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

Cox Academy's supplemental and concentration grant funding is estimated at $0.99M as of the Governor's May proposed budget using the FCMAT Calculator version 16.1c. Cox Academy continues to focus funding on decisions that allow for rigorous curriculum, more targeted multi-tiered support for students, a broad course of study for all students, targeted professional development opportunities for all teachers, a positive school climate that fosters continuous improvement, and continued greater emphasis on personalized learning through blended learning and differentiated instruction particularly in English language arts. With these focuses in mind, funding resources have been aligned to personnel, materials and programs that increase services for target subgroups. Resource alignment is derived from stakeholder feedback.

The End

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Local Control and Accountability Plan and Annual Update Template Instructions

Addendum

The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

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For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary

Annual Update


Goals, Actions, and Services

Planned Actions/Services

Demonstration of Increased or Improved Services for Unduplicated Students

For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary

The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year.

When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget Summary

The LEA must complete the LCAP Budget Summary table as follows:

• Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

• Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year:

This amount is the total of the budgeted expenditures associated with the actions/services included for the

LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or

expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only

once.

• Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year

not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that

are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total

funds budgeted for planned actions/services may include funds other than general fund expenditures.)

http://www.cde.ca.gov/fg/ac/sa/

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• Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA

estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574

(for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year

respectively.

Annual Update

The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes

For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services

Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis

Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

• Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

• Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.


Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

Page 4 of 13

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services

LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required.

Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, Unchanged

As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal

State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local Priorities

Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need

Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable Outcomes

For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

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Planned Actions/Services

For each action/service, the LEA must complete either the section “For Actions/Services not contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served

The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.

Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:

Students to be Served

For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service

For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:

• If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”

• If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.

• If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

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Location(s)

Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/Services

For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged:

• Check “New” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

• Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

• Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted Expenditures

For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5.

Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

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Demonstration of Increased or Improved Services for Unduplicated Students

This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant Funds

Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services

Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to

the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are

increased or improved by at least the percentage calculated as compared to services provided for all students in the

LCAP year. To improve services means to grow services in quality and to increase services means to grow services in

quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student

group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together,

result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or

districtwide basis, identify each action/service and include the required descriptions supporting each action/service as

follows.

For those services being provided on an LEA-wide basis:

• For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

• For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

• For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

• For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

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State Priorities

Priority 1: Basic Services addresses the degree to which: A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they

are teaching; B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all students, which

are: a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and each

individual school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional needs.

Priority 4: Pupil Achievement as measured by all of the following, as applicable: A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California (UC) or

California State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);

E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early

Assessment Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school

connectedness. Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in:

A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable; B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils.

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Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement

B. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster children, including educational status and progress information that is required to be included in court reports;

C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services; and

D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.

Local Priorities address: A. Local priority goals; and B. Methods for measuring progress toward local goals.

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APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic

year (July 1 – June 30).

(3) Divide (1) by (2).

(b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows:

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high

school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during

the academic year (July 1 – June 30).

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the

academic year (July 1 – June 30).

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(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01,

42238.02, 42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066,

52067, 52068, 52069, 52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

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APPENDIX B: GUIDING QUESTIONS

Guiding Questions: Annual Review and Analysis

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in

the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section

52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of

those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific school sites and were these

actions/services effective in achieving the desired outcomes?

4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals

in the annual update?

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the

actions and services in making progress toward the goal? What changes to goals, actions, services, and

expenditures are being made in the LCAP as a result of the review of progress and assessment of the

effectiveness of the actions and services?

6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What

were the reasons for any differences?

Guiding Questions: Stakeholder Engagement

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and

unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA

personnel; county child welfare agencies; county office of education foster youth services programs, court-

appointed special advocates, and other foster youth stakeholders; community organizations representing English

learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting

implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the

development of the LCAP?

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to

the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made

available?

4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback

received by the LEA through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC

sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and

guardians of pupils identified in EC Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)?

7) How has stakeholder involvement been continued and supported? How has the involvement of these

stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state

priorities?

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Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority

1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4),

Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and

Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental

Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities?

5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful

district and/or individual school site goals (e.g., input from site level advisory groups, staff, parents, community,

pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in

EC Section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the

term of the LCAP?

8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to

address each state or local priority?

9) What information was considered/reviewed for individual school sites?

10) What information was considered/reviewed for subgroups identified in EC Section 52052?

11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to EC Section

52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals

identified in the LCAP?

12) How do these actions/services link to identified goals and expected measurable outcomes?

13) What expenditures support changes to actions/services as a result of the goal identified? Where can these

expenditures be found in the LEA’s budget?

Prepared by the California Department of Education, October 2016

Documents

LCAP Year Local Control Accountability Planefcps.org/wp-content/uploads/2012/10/Cox_SY18_LCAP.docx.pdfindependent reading from leveled libraries, and word work aligned to both grade